WELCOME TO THEINTERNAL COACH MEETINGOCTOBER 8, 2010

Presented by:Diane BussemaKathryn CathermanNancy Lindahl

Developed by:Diane BussemaKathryn CathermanStephanie Lemmer

CREDIT:

Anita L. Archer, Ph.D. Increasing Active Participation 2007.

Kim St. Martin. RtI presentation to administrators 2010.

Kevin Feldman, Ph.D. Adolescent Literacy Presentation 2010.

SETTING GROUP EXPECTATIONS

• To make this day the best possible, we need your assistance and participation– Please allow others to listen

• Please turn off cell phones and pagers• Please limit sidebar conversations• Please do not use e mail

– Share “air time” – Active participation – Take care of your own needs– Attend to the “Come back together” signal

TODAY’S AGENDA

RtI What is it?

RtI Why?

RtI How?

What can we do to improve Tier 1?

RESPONSE TO INTERVENTION A.K.A. RTI

Response to Intervention “is a practice of providing high quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction…”

NASDE 2006

6:

Examples of Differentiated Supports

Continuum of Supports: Elementary Level

Universal PreventionBehavior: Classroom and Non-Classroom

Settings• Identify expectations• Teach• Monitor• Acknowledge• Correct• Use of Early Stage Interventions from

“Interventions” materialsReading• Evidence based curriculum focused on:

• Phonemic Awareness• Alphabetic Principal• Fluency• Vocabulary• Comprehension

• Adequate teaching time• Trained instructors• Progress monitoring• Active participation with frequent

feedback

Targeted InterventionBehavior• Highly Structured Interventions in “Interventions”• Check-in, Checkout• Social skills training• Mentoring• Organizational skills• Self-monitoringReading• Teacher-Directed PALS• K PALS• First Grade PALS• Road to the Code• REWARDS• Peer Assisted Learning Strategies• Read Naturally• Phonics for Reading

Intensive InterventionBehavior• Individualized, functional assessment based behavior

support planReading • Scott Foresman Early Reading Intervention• Reading Mastery• Corrective Reading

RESPONSE TO INTERVENTION IS…..

Differentiated Instruction

A method of using carefully documented teaching to determine how much and under what conditions a child learns

Part of an evaluation to determine if a child is eligible as a student with a learning disability

A general ed initiative

WHY USE RESPONSE TO INTERVENTION AS A FRAMEWORK FOR OUR SCHOOL?

SYSTEM OF SUPPORT PRIOR TO CHANGES IN LEGISLATION

Special Education

General Education

Sea of Ineligibility

Changing Special Education: 1990s...Bridging the Gap

Special Education

General Education

Interventions

HOW DOES A SCHOOL GO ABOUT IMPLEMENTING RTI?

CORE PRINCIPLES OF AN RTI FRAMEWORK

1. We can effectively teach all children.

2. Intervene early.

3. Use a multi-tier model of support.

4. Use a problem-solving method for decision making.

5. Research-based interventions/instruction to the extent available.

6. Monitor student progress to inform instruction.

7. Use data to make decisions.

8. Use assessment for different purposes.

FOUR CRITICAL QUESTIONS

What is it we want our students to learn?

How will we know if each student has learned it?

What will we do when some students do not learn it?

How can we extend and enrich the learning for students who have demonstrated proficiency?

DuFour, DuFour, Eaker, & Many, 2006

WHAT ARE WE ALREADY DOING?

Core Principles of RtI 7. Use Data to make decisions in a RtI Framework

Continuum of Support

Benchmark Meetings • Instruction:

• Students in Whole Class and Differentiated Instruction

• Data• Core Program

Assessments• Formative assessments • Screening measures• Classroom Observations

Progress Monitoring Meetings• Instruction

• Students in Small Group Instruction and Supplemental Intervention Programs

• Data• Supplemental program

assessments• CBM Progress monitoring

probes• Frequent targeted formative

assessments

Student Study Team Meetings• Instruction

• Student s in 3:1 or smaller Group Instruction and Intensive Intervention Programs

• Data• Diagnostic assessments• Progress monitoring of specific skills

ACTIVITY

Using the triangle identify

programs,

practices and

strategies

that are currently in place in your building

that appear to align with an RtI model.

WHAT CAN WE DO TO IMPROVE?

I do one

We do one

You do one

RESPONSE TO INTERVENTION

A key premise in RtI is the need to ensure that the first tier of instruction is adequate, if not exemplary. (Justice, 2006)

RTI IN YOUR CLASSROOM IS…

The same end goals or outcomes for all students

We may need to modify our teaching :

Provide smaller group instruction

Reteach concepts

Increase active engagement

Provide increased feedback

I do one

We do one

You do one

BRINGING IT BACK TO YOUR BUILDINGRTI

In small group, brain storm how to share this information with your staff.

Be prepared to share out. Jot down the 3 best ideas you hear on

your Bringing it Back to Your Building Plan (last page of the handout.)

ChoralResponses

Partnering

Individual Turns

Written Responses

ACTIVE PARTICIPATION

OPPORTUNITIES TO RESPOND

To make learning visible so that all students are reading, writing, saying, and doing what it is that we want them to learn.

HOW DO WE DO IT?ACTIVE PARTICIPATION

READ it WRITE it SAY it DO it

All means all! Every student, every time!

FOUNDATIONS OF INCREASING OPPORTUNITIES TO RESPOND

1. Structure active learning in the classroom

2. Explicit Academic Language Teaching

3. Scaffold all learning opportunities

DELIVERY OF LESSON

Gain and maintain attention

Elicit responses

Provide passage reading practice

Maintain a perky pace

Monitor students’ responses

Provide corrective feedback

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DELIVERY OF INSTRUCTION CHORAL RESPONSES

Choral Responses Students are looking at the teacher

Ask a question. Put up your hands to indicate silence. Give thinking time. Lower your hands as you say,

“Everyone.”

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DELIVERY OF INSTRUCTION CHORAL RESPONSES

Students are looking at a common stimulus. Point to the stimulus. Ask a question. Give thinking time. Tap for a response.

DELIVERY OF INSTRUCTION -

CHORAL RESPONSES

Choral Responses

Students are looking at their own book/paper.

Ask a question.

Use an auditory signal (“Everyone.”).

Hints for Choral Responses

Give adequate thinking time.

Have students put up their thumbs OR look at you to indicate enough thinking time.

If students don’t respond or blurt, repeat.

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DELIVERY OF INSTRUCTION -

PARTNERING STUDENTS Partners

Assign partners.

Pair lower performing students with middle performing students.

Give the partners a number.

Sit partners next to each other.

Utilize triads when appropriate.

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HOW DO I ASSIGN PARTNERS?

1st HS (Pair A)

2nd HS (Pair B)

3rd HS (Pair C)

__________________

1st LS (Pair A)

2nd LS (Pair B)

3rd LS (Pair C)

Skill Level

DELIVERY OF INSTRUCTIONPARTNERING

Think Have students think and record responses. As students are writing, move around the classroom and

recordtheir ideas and their names on an overhead transparency.

Pair Have students share their ideas with their partners.

Have them record their partner’s best ideas.

As students are sharing, continue to record ideas on the overhead.

Share Use the transparency for sharing with the class.

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DELIVERY OF INSTRUCTION PARTNERING

Uses of partners.

1. Say answer to partner.

2. Retell content of lesson using a graphic organizer.

3. Review content (Tell, Help, Check).

4. Brainstorm (Think, Pair, Share).

5. Explain process, strategy, or algorithm using examples.

6. Read to or with partner.

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DELIVERY OF INSTRUCTION PARTNERING

Other hints for partners

Teach students how to work together. LOOK, LEAN, AND WHISPER.

Teach students how to give and receive encouragement and compliments.

Teach students that cooperative practice relates to the work place not to friendship.

Change the partnerships occasionally (every three to six weeks).

PARTNERING ACTIVITY

Other Uses of partners.

1. Monitor partner to see if directions are followed.

2. Share materials with partners.

3. Assist partners during independent work.

4. Collect papers, handouts, assignments for absent partners.

5. Provide feedback on written products of partner.

6.

7.

8.

DELIVERY OF INSTRUCTION

INDIVIDUAL TURNS

If a student is called on and says “I don’t know.” Scaffold his/her response.

Procedure #1 - Have student consult with his/her partner.

Procedure #2 - Have student consult with his/her book.

Procedure #3 - Have student tell the “best” of previous answers.

Procedure #4 - Tell student an answer.

DELIVERY OF INSTRUCTION

Written responses

Gauge the length of the written response to avoid “voids”.

- Make the response fairly short OR

- Make the response “eternal.”

To keep students from “sneaking” ahead.- Expose limited items on the overhead.

- Have students put their pencils down or turn their paper over to indicate completion.

Give immediate feedback.

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VIDEO SEGMENT 1: STRUCTURE ACTIVE LEARNING IN

THE CLASSROOMFocus… As you watch this video,

http://www.scoe.org/pub/htdocs/rla-media.html

1. Note the active participation procedures that are directly taught to students.

2. Identify other good instructional practices.

WHEN DO WE REQUIRE STUDENTS TO READ DURING SCHOOL?

Reading directions

Reading text book

Reading peers writing

Editing writing

Independent reading

Silent reading

Reading questions

ROUND ROBIN READING With your partner list the

draw backs of Round Robin Reading

SILENT READING MAKING IT BETTER

Pose pre reading question Tell students to read a certain

amount Ask them to reread material if they

finish early. Monitor students’ reading. Have

individuals whisper-read to you. Pose post reading question.

DELIVERY OF INSTRUCTION PASSAGE READING Choral Reading

Read selection with your students. Read at a moderate rate. Tell your students, “Keep your voice with mine.”

(You may wish to have the students preread the material silently before choral reading.)

Cloze Reading Read selection. Pause on “meaningful” words. Have students read the deleted words.

(Excellent practice for reading initial part of a chapter or when you need to read something quickly.)

DELIVERY OF INSTRUCTION

PASSAGE READING

Individual Turns Use with small groups. Call on an individual student. Call on students in random order. Vary the amount of material read.

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DELIVERY OF INSTRUCTION PARTNER PASSAGE READING

Assign each student a partner. Reader whisper reads to partner.

Students alternate by sentence, paragraph, page, or time.

Coach corrects errors.Ask - Can you figure out this word?Tell - This word is _____. What

word? Reread the sentence.

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DELIVERY OF INSTRUCTION PARTNER PASSAGE READING

Alternatives to support lowest readers

1. Lowest readers placed on a triad.

2. First reader (better reader) reads material. Second reader reads the SAME material.

3. Students read the material together.

DELIVERY OF INSTRUCTION MONITOR STUDENTS’

RESPONSES

Walk around.

Look around.

Talk around.

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DELIVERY OF INSTRUCTION PROVIDE IMMEDIATE FEEDBACK

Acknowledge/Praise

Encourage/Support

Correct errors Correct errors with the individual or the group.

Correct with a neutral affect.

Use: I do it. We do it. You do it.

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BRINGING IT BACK TO YOUR BUILDING

ACTIVE PARTICIPATION

How can you support your teachers in getting more Active Participation practices incorporated into their delivery of instruction?

In small group, brain storm how to accomplish this.

Be prepared to share out. Jot down the 3 best ideas you hear on Your

Building Plan.

THANK YOU FOR BEING HERE!

Questions about today’s content? Diane Bussema: dbussema@kresa.org

Kathryn Catherman: kcatherman@kresa.org

Nancy Lindahl: nlindahl@kresa,org

And now………………………………………

GO FORTH AND CONQUER!!!